Organizing students work in pair, group to improve efficiency in teaching english courses in secondary schools

THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA EDUCATION AND TRAINING OFFICE INITIATIVES ORGANIZING STUDENTS’ WORK IN PAIR, GROUP TO IMPROVE EFFICIENCY IN TEACHING ENGLISH COURSES IN SECONDARY SCHOOLS Offer: Position: School: Subject: To Thi Thu Huong Teacher Tran Mai Ninh Secondary school English THANH HOA 2016 I INTRODUCTION The rationale In recent years, in parallel with the development of technical sciences, information technology, tourism industry ,learning a foreign languge has become a necessity for every community With the opening mechanism, the views of "integration" Language has become the optimal means to help us reach out to the world civilization, cultural exchange and friendship join hands worldwide Stemming from that goal, the teaching and learning of foreign languages in secondary schools has changed significantly In recent years, English has become an important subject in schools because it not only meets the integration trend, but that creates strong and confident in the student's communication In general with the spirit and requirements of the renewal requires teaching methods through the innovation process rather textbook recent years, the majority of teachers explore learning and applying these methods varies in a process of transfer of knowledge to students But also the influence of the old method in part, on the other hand is not used and is on track to innovation should gradually also many teachers who have not succeeded in demonstrating the role of organization, their guidelines, not to promote proactive role creative, active student Especially in the organization of the students work in pair and group To transfer knowledge to students effectively, be stimulating students' learning, students understand and acquire knowledge easily and apply well knowledge, all depends on the teachers’teaching methods Through practice with these issues, to work in pair, group of students effectively in foreign language teaching in general and teaching English in particular should comply with these principles and ask what teachers, students have to do? That is why I chose the topic " ORGANIZING STUDENTS’ WORK IN PAIR, GROUP TO IMPROVE EFFICIENCY IN TEACHING ENGLISH COURSES IN SECONDARY SCHOOLS” Research purposes With the successful research topics and initiatives experience will help teachers get the experience the following: a Understanding the concept of “work in pair / group” b How to organize pair / group effectively c The steps of conducting pair / group effectively d Instructing students to practice, training for skills and communication in English mechanicality e Some experience in applying to work in pair / group in teaching English in secondary school 3 The object and subject of the study 3.1 The object of the study: Students of class 8C and class 6H at Tran Mai Ninh Secondary school, Thanh Hoa city 3.2 Subject of the study: Organizing students’ work in pair / group to improve efficiency in teaching English courses in Secondary schools Research Methods 4.1 Method of observation: The implementation of self-exploration theme study, conducted attend classes of colleagues 4.2 Exchange method, discussion: After the hours of colleagues, colleagues who take time to implement the project, co-workers and the people who implement the project, conduct exchanges and discussions to draw from that experience for lesson 4.3 Experimental Methods: Teachers conducted experiments teach each specific purpose required some form applicable lessons in group, pair 4.4 Investigation Method: Teachers ask questions to check understanding the content assessment of student lessons This is the result table in September in the school year 2015-2016 before applying the method Class 6H 8C Total 43 100% 40 100% Excellent 15 34,9 % 15 37,5 % Good 12 27,9 % 10 25,0 % Fair 10 23,25 % 11 27,5 % Poor 13,95 % 10,0 % Weak 0% 0% The range of the research Apply “Organizing students’ work in pair / group to improve efficiency in teaching English courses in Secondary schools ” is experienced research initiatives within given situations and some exercises fit to work in pair, or in group At the same time a pair of organization, group and user control activities in pair, in group With the range of this research can be applied in the development of all the skills of listening, speaking, reading, writing mainly communication activities II CONTENT Theoretical basis of the initiative experience The goal of the English is to form and develop in students’ the knowledge of basic skills in English and intellectual qualities needed to further education or enter working life Therefore new secondary English textbooks from grades six to nine are compiled according to the same opinion building program, that is topic (thematic approach) and promote the active learning method of students We can say one positive expression, characteristics of the students in learning the foreign language, students need to acquire knowledge, apply skills to communicate, how to work in pair and group to cooperate with you as needed during practice speaking and writing actively present know his intentions through oral or written communication The organizing students’ work in pair is not difficult, but it is necessary to achieve the ultimate goal of the program which is to equip the learners the ability to communicate and exchange easily and fluently in the language The advantage of this type of exercise is to give students the opportunity to practice speaking and communicating almost like in real life Actual situation before applying initiative experience In Vietnam our circumstances, often crowded classroom of students, short school hours is not enough for the majority of students participate in contributing to the lesson Except drill, the average per student in class only a total of ten - fifteen seconds to speak Therefore, teachers must organize activities in pair / group for all students practice speaking in class In Vietnam, the number of students in the classroom are often crowded, short school hours is not enough for the majority of students to participate in contributing to the lesson Per student in class has only a total of ten- fifteen seconds to speak To increase the time for students practice speaking in class, we must organize activities to all students can speak Those standpoint learner-centered is often said that if all students in the class speak at the same time, it will make the class noisy, disorderly, uncontrollable But reality is not quiet right: With the guidance of teacher control and the establishment of regulations to work in group, pair, the noise of language exchange is a positive noise, is a manifestation of the education To work in pair, group of students work effectively in learning foreign language in general and teaching English in particular need to understand how the work in group, pair; need to comply what principles and ask what teachers and students to do? On this topic I strongly collected to make the organizing students’ work in pair, group so that it is the effective Solutions and implementations used to solve the problem 3.1 Research to work in pair, in group a Work in pair ( pair work) * The role of teachers when students participate in practicing in pair Previously, teachers always hold leadership, control of all activities in the classroom, but now need to have a different view because their role has changed over the period of this new practice of students Now teachers have two functions The first function was monitored: Teachers go from one group to another to listen and acknowledge the repeated errors in the students but let them speak naturally, extremely interrupt them unless absolutely necessary The serious error will be addressed at another time may be early or late session after training session The second function is the provision, documentation, help, answers to difficult questions about general knowledge or corpus In the teaching process, to promote actively the activities of pupil pair, is a form of group learning activities well Through this form of learning they have conditions present, discuss and express their thoughts about the amount of information on the lessons that I understand, I feel The amount of information each student may be true or may be false in part Since then teachers grasp the extent of thinking, their understanding This process takes place in a two-way relationship In terms of teaching theory, this is a dialectical relationship Also when exchanging pair, group of students are trained more in skills and habits of thought, expression and presentation of a problem before a collective Through this activity, the skills of listening, speaking, reading and writing of students is increasingly high *Recommend ways to practice in pair When using this type of exercise for the first time, you should explain to students the advantages and reasons to use it The explanation can be done in the mother tongue of the students Additionally, the pupil should agree with the following principles: - Do exercises in pair is not the time to chat - Upon completion of homework tasks, students can switch roles and it again exercise - If time runs out and the students are not done, there is no need to worry, because even more important is that they are practice activity, not necessarily the result of a task specific area - After doing all of the time, teachers must necessarily examine and evaluate the results of the work the students have performed in pair - All students are required to participate in this activity in a certain folder When the odd, the pupil can participate with their briefcases sit near the best If requested assignments are exchanged between two people, the 3rd person sit track, then join the exchange in practice round Monday with one of the other two - They could ask the teacher for help if needed While students practice hoi- said, teachers must cover and track grades to comment pair, listen and fix them, note the pair of weak students * Practical steps to work in pair + Step 1: Preparation Need to prepare very carefully through the introduction and practice of language, how to make all of them are confident when using the language data After the introduction and practice of language should save all the information on the table + Step 2: The teacher model with a student The teacher with a student in the class act as an exemple so that all students understand the requirements and know how to + Step 3: The two students perform Ask two good students to perform before the class again If the teacher allows students to stand at their seats, ask studentss to speak loud enough for the whole class to hear + Step 4: Regulation Time Tell students that they will have how much time to perform this exercise (normally between 2- minutes) + Step 5: Students work in pair Out commands for all students start doing all at once While students work, the teacher goes away from the other pair to the other pair, track and help them when necessary but avoid interfering in the activities of the students can see whether they have the wrong place + Step 6: Check the class When the time is over, almost pair finished their work, ask all students to stop Choose a few pair and ask two students then presented back to the class This test is important because it makes the students must work more seriously in the later workout Students will become more industrious, more self-aware to know that teachers will examine and evaluate the individual point of their learning activities b The type of exercise in pair * Conversation After attending a dialogue form, students have some structures and understand all the issues including grammar, teachers can ask students in pair played all but replaced some more information (eg, name, hometown, occupation, hobbies ) to transform their lines about themselves or about the issues that concern them *Alternative exercises After introducing the sample sentences and to be trained quickly, teachers write the suggestion to replace the board asking students to exercise in pair So to many gaps in the clue to the students to promote their creative abilities For example, write on the board: When you have history? ( music, English, literature…? * Grammar practice After students have grasped the grammar problems and was able to practice (by the repeated exercise or convert ), divide the students into pair and ask them to talk to each other (note choose thematic closeness, familiarity) For example, talking about themselves or things have actually related to the lives of students The suggestions above table are still ideal for this exercise *Check unofficially The regular testing also serves as teaching When allowing students work together to a test, teachers can encourage the learning of the pupil because of the weak students will be students rather than help Some should have a short test last for hours and then point too The test does not need to include all the knowledge students learn in all that may focus on any aspect of the use of language Requirements of homework should be very clear, write the form on the board and control the time to train the students ability to react fast and flexible in the use of language Last done can be checked mouth or the pair of cross checking and marking each other *Description of the pictures Pictures can be used as triggers for a wide variety of exercises in pair For example, looking at a picture accompanied an article read, a student in the pair of right and wrong in finding out where the students raised controversy is endorsed or opposed (compare against reading) Or two students with two panorama same but the details in the various paintings (such as object positions in painting, color, type of clothing, outward appearance of people, ) One pupil described the details in his paintings and the other to find out the differences in the second picture *Find headers for reading Before both a reading class, ask each pair of students read, ask each pair of students skim then set for reading a cautionary statement Depending on the length of all the fixed time, but note the time spent in this activity not so much because of the fact this is the type of exercise skill skim for main ideas Moreover, this activity is great because it gives students a chance to read the actual purpose, reading for real information The results read can be checked mouth with each pupil or class *Ask and answer End the readings often have questions Students can discuss to find answers to these questions in pair Students oral first, then teachers call a few students any checking Or make this activity varies by oral discussion and write answers on paper, the pair crossovers dot the answers to each other under the control of the teacher *Write sentences illustrations After learning and practicing new words, at the end of class, still new to the words on the board, just remove the illustrations go before asking students to rewrite the other to illustrate that the new word to check school students have really understood meaning and usage of new words that are not c Group Activity (Work in group / group work) In our class, we can not move the seats around the classroom easily, so in this situation, teachers can only ask students’ desks facing down on the table below to form a group to practice It is a good idea to form group of four - six students but sometimes the number of students in each group will depend on the number of students sitting at each table After finishing the group split up or to appoint members of the selfelected group leader or group secretary This person will direct contact with teachers when the group encountered difficulties in implementing the requirements of the exercise This makes controlling all group of teachers in the classroom quietly, easier It should be specified or guide students with oral and vivacious appeal more to this But sometimes also need to change: students choose a pretty but shy to facilitate pupil training to become bolder Or perhaps to the members of the group take turns as leader It is important that this work needs to be done quickly and decisively students must be informed immediately who was the leader of them so they can get to work, no wasted time The group can share in your native language, in English if it is first necessary for students to know and understand commands like: “ The first row, turn and face the second The third row, turn and face the fourth please Now work in group” *The role of teachers Teachers are people who manage all activities in the classroom Therefore they have to plan for it, organize it, start it, monitor it, watch time for it and finish it Taboo especially after asking students to work in teams, teachers sit or work on personal goals such as is done here Teacher necessarily have to manage, monitor, supervise, help students practice Teachers can go from the other group to another group, check that students have to comply with requirements of the exercise or not Teachers need to be active and sensitive to the classroom atmosphere and rhythm work of the party, remembering the repeated errors in students to adjust their lesson later If we recognize that the majority of students have difficulty in carrying out the tasks of the exercise, to stop all the group, explained the request of exercise, structural or grammatical problem, or for a whole class train back problem then continued teamwork *The type of exercise in group The group activities tend freer communicative and interactive activities rather than in pair Many activities are easy to carry, even with the least experienced teachers * Game The games guess information to practice questions Yes - No The simplest one is guessing game Who am I thinking of ? What’s my profession ? Hoặc Guess what I did ( last night/ during the weekend) Write the title game on the board, provided a number of suggestions, vocabulary, background knowledge, then the new model for the students themselves and play + Make questions Ask group to read texts then questioned about all that After a few minutes the group closed the book, turn the group leader or secretary stood up to put a few questions, the members of the other group has the task to answer For students more interested in activities, should organize it as a contest: the answers are scored based on accuracy of language and communication + Guided Practice After using alternative exercises for students to become familiar with the structure and function of it should organize further exercises more meaningful communication with group activities in nature game and creativity For example, after teaching structure with should/ shouldn’t with that admonition: You should/ shouldn’t + verb ( You should eat more fruit) Teachers give some suggestions for students to work in teams Someone raised the issue of their own and other people in the group to give advice One problem may have many different advice To engage students more actively to turn this activity into a contest: see many group offering advice puffs and most enlightened advice can not refute Examples of suggestions: Wallet/ lost bad marks for science Shirt/ torn have headache/ toothache Watch/ broken etc May take a few minutes for students to raise real issues that practitioners met in his life, and the other group you give advice Or vice versa, the students in this group read some of his advice while students in other group to try to guess whether it is advice on problems + Reading and spelling Why teachers to always have to be the dictation? This task can be delegated to a reading group for other members Of course should choose short passages and was hopc before The reading may also be responsible for checking and repair to other members in the group + Games played After the class was practicing a structure with a certain function, the game plays very good effect to reinforce the students' understanding of the functioning of this structure in more natural circumstances For example, can ask the group to play a situation in which a person wants to change something to complain newly purchased clothes the day before; or collecting information for a package holiday, With games played, the team can set up the plays in which each member plays a part While the members of the drama group, the group's secretary to jot down the lines to then review and the group will present to the class + Predict This exercise is often used for students at a relatively high level Before you read a text requires predictable group for the contents of all or tenet vocabulary may encounter in post For example, before reading an article about pupil pollution can foresee that it will speak to all issues related to the sea, forest, underground resources, fumes from car exhausts, motorbike… + Answering the question of speculation After each reading, the teacher can give a pupil some questions to speculate on the circumstances occurring in the post The answer is based on the pupil's reasoning but not in all Students in group to discuss and come to a common answer for both group + Discuss For students who have relatively high language knowledge Discussions allow students to freely express the views and opinions of themselves, so the usefulness of this genre exercises have nothing to argue anymore Teachers give out a certain topic ( What you think about women who work as politicians? What should be done about all the beggars on the streets?) then let all the discussion group to discuss and exchange their views in a few minutes Then a member of the group will report back to the general opinion of the party (if there is a consensus), or summarized the comments (if any difference) Next to the students as a whole class discussion on that issue Teachers not need to express their views, unless there is wrong, but no one opposed + Write an essay This form is not ideal for the classes with numberous students The teacher can not be a monitor and helps give a class or about fourty-fifty students that these students wrote various articles Moreover, correcting mistakes for fourty-fifty essays is not easy work Some experts believe that teaching methods for students to write without track guidance, it is only harmful to students only Since students can infect the habits of misuse of language structure, language users express themselves in the manner of the mother tongue If held for students to work in group, teachers of large classes will be able to simultaneously control and guide all creative entries of students in class Can guide an essay by the questions on the table, the murals or suggestions For example, each group received a letter and they must together answer that letter Students must know that when difficulties arise, they not freely ask teachers help but through their leader At the same time they also have to realize that everyone in the group must contribute constructive comments and would have enjoyed all the success of the post The role of the leader is very important at this time They must know charismatic encourage team members to contribute comments 3.2.Timing and type of exercise should be for students to in pair, group a Work in pair/ pair work *Practice model sentences following the introduction and a few minutes laters, practice before the class ( Practise model sentences) Example: English 6: Unit 2: My home Getting started Page 16 Mi: Wow That room looks so big I can see there’s a TV behind you Nick: Yes, I’m living in the living room Can you see my dog Luke? He’s sitting on the sofa … Listen and read and then role play: One is Mi, the other is Nick *Practice vocabulary Example: English 6: Unit 4: My neighbourhood A closer look 1: page 40 Work in pairs Use the words in and to help you A: Is our neighbourhoo polluted? B: No, it isn’t A: Is it peaceful? B: Yes, it is *Practice short dialogues, make up similar ones using the exemple Example: English 8: Unit 9: Natural disasters ( skills 1) Work in pairs Role – play telling each other about the news Use the example below A: Did you watch the news last night? B: No, I didn’t What’s happened? A: There was a powerful earthqua Where was it? ………………… *Practice communication, dialogue build Example: English 8: Unit 9: Natural disasters ( skills 1) Discuss what you should in the events of a natural disaster in your area A: What should you to prepare for floods in your area? B: First, I’ll make sure I have a disaster plan A: What should you during a flood ? B: During a flood, I should try to get to higher ground as quickly as possible *Read then ask and answer the questions about the text + Students discuss the questions in pair and then read the text to choose the right answer Example: English 8: Unit 1: Leisure activities Skills Disscuss the questions Then choose the correct answers 1 The text is about? a teenagers’ leisure time in the past b.teenagers’ leisure time in the present c.adults’ leisure time in the present The text discusses……………… a.the positive side of using technology in your free time b.the negative side of using technology in your free time c both a and b + Students themselves silently read the text then answer questions about the text in pairs Example: English 6: Unit 8: Sports and games Read the text again and answer the questions When was Pele born? Why people call him “ The King of football”? ………………………………… b.Group work/ Work in group Made in group of three or more persons, working under the table, according to the organization … *Discuss the answers to the questions of a reading or conversation Example: English 6: Unit 12 , Page 58 What could robots in the past? Can robots teach? … * Planning for a certain activity Example: English 8: Unit 11 (Skills ) Work in groups, Choose one of the two ethnic groups and talk about it *Talk about the positive and negative of a certain issue Example: English 8: Unit 11 ( Skills ) Work in group Express your agreement and disagreement about how scientific advances can help us solve problems in the future *Practice conversation played in conversations with more than two people involved Example: English 8: Unit 11 ( Getting started ) *Play the game in teams: Slap the board, lucky number, nought and crosses… 3.3 How to organize students to work in pair and group effectively a For teachers - who held the role active control needs: *Instructions outlined assignments or tasks must flagrant Example 1: Teacher: Work in pairs to practise asking and answering about the time in minutes: S1: What time you….? S2: I…… at ….o’clock Teacher: point the students in the raws and number the: one- two- one – two… Number one hand up…ok number two hand up… Number one asks, number two answers Teacher points one pupil and asks: What is your number? What you have to first? And then? …Then change the positions Number two asks, number one answers Example 2: English 9: Unit ( Writing ) Write a holiday postcard -Teacher asks students to work in group of four to write a holiday postcard -Teacher asks each group to write outline then write a full postcard -Teacher controls groups in the class and goes around to help them - Discuss to write a postcard The secratery writes * Before working in pairs, groups Teachers need to be well prepared, with samples or examples given, provide enough corpus for exercises The teacher models with a good student, the whole class listen Example: English 6: Unit 10( Page 40 ) T: What does a wireless TV do? S: It helps us watch programmes from space T: Can you ask me? S: What does a robot do? T: It helps us the housework such as cleaning the floor, watering flowers Teacher may give some more prompts: smart phone, smart clock,… … * In the course students perform, teachers need to have the track, sweeping, not interrupt when students are practicing, mingle listen and help provide timely assistance when needed Teachers record the typical mistakes to point out to students and help students edit later * Teachers need specific regulation time for each activity Example: Teacher: work in pair practise asking and answering about distance in minutes (After teacher gives the requirements and duties to the Ss and does the model on the board) Teacher: Now, time begins, work in pairs, please (after minutes) Teacher: Now, time is up Stop asking and answering * Teachers should be flexible arrangement pair, group reasonably may choose students with qualifications to work together depending on the intention and the nature of the exercises, sample sentences The separation of this group should be prescribed for students of habit For example, in the pair a student can operate in two to three different pair and the regulations must be implemented right from the very beginning and each pair has rules on the number or name of a folder yourself Example 1: Pair for some simple exercises, often pair two students sitting near each other (close pair) Example 2: Student A is a confident student, student D is a confident student Student B is a medium student, student E is a medium student, student C is a weak student, student F is a weak student We can combine the pair as follows: Each student may have at least - paisr for you to operate Teachers should provide for students A, D is the number 1; student B, E is the number 2; student C, F is the number This example uses the simple exercises such as replacement or word cues *After students practice exercises in pairs, groups must have the inspection and comment, timely feedback from their classmates in other group Fix or provide the correct form *Encourages students strongly to work in pairs and groups b Students - who carry out activities to actively acquire knowledge in the form of this activity should develop the habit to follow some essential rules + Need to hear the demands of exercise - This requirement presented in textbooks as part of largely instructions and requirements of teachers, who controls the operation + Need to work voluntarily without causing too noisy + Need to start and stop operations when the teacher asks c How to organize work in pair and group * Work in pair + Pair between teacher and student Teachers may call the student rather practice with his modeling Then call the weaker students remake For the weak student, teachers can make easy questions to stimulate and attract all students in activities that everyone has to think and respond Example: T: How you go to school ? S1: I go to school by bike T: What about you S2 ? How you go to school ? S2: I walk to school T: What about ? S3: + Open pair ( between the two students not sit close ) - Call two students play the character in conversation (one student on the left, the other on the right ) - Call one student ask questions and allow the other then assign the respondent + Close pair between two students sitting next to each other - With this method the teacher must numbered students vertically or horizontally, the tasks of each pupil in the pair - questions answered and vice versa or shoulder A - shoulder B and back again to switch roles - After the teacher actively control, teachers should call some couples say to the class what they have accomplished Example: The steps - control a work in pair: Example: The steps of controlling a pair work Exercise: Likes and dislikes Pair work: Ask what your friend likes and doesn’t like Ask about: food, sport, music, school subjects * 1st step - Teacher introduces the exercise and show what questions and answers that students can give Teacher: Now, you are going to talk about things you like and things you don’t like Look at exercise What question can you ask? What about food? Ss: What food you like? Ss: I like chocolate I like eating fruit I like rice ( and so on ) - Teacher writes the basic question the board “ What (food) you like? *2nd step - Ask a few students around the class to show the kind of conversation students might have Teacher: What kind of music you like? Students 1? Students 1: I like pop music Teacher: pop music – which singer you like best? If you like, ask students to have similar conversation while the others listen *3nd step - Divide the class into pair Teacher: Now, you are going to work in pair in minutes + Ask and answer the question, number answers asks number answers then change number asks, number answers If there is a group of three one asks all questions then change round turn *4th step - Students work in pair Teacher goes more quickly around the class, checking that everyone is taking but not try to correct mistakes *5th step - When most pair finished, stop the activities, call one by one pair *6th step - Teacher remarks the activity Example: Steps to organize a group activity: Example: English 6: UNIT – Cities of the world A: Read then answer the question Work in group of discuss to predict T/F statements True/ False statements Tom and Mai are reading a book Tom has been to all four cities Tom has been to Seyney many times All the buildings in London are old Tom has taken many photos of Times Square *1st step - T introduces the requirements and asks students what they have to Teacher: Now, you are going to guess which are true, which are false about Ba Look at the satements? Who the statements say? Read about? S1 the 1st sentence? S1:……… Teacher: good, S2 the next, please? S2:……… *2nd step - T asks some students again what have to - Teacher: Do you have to guess or to find out in the text? - S3: guess *3rd step - Divide the class into group - Teacher: Now you are going to work in group of in minutes( name group of their by pointing) on the left row: 1st line is 2nd one is A2, 3rd is A3, 4th is A4, and on the right, similar group B1, B2 ,B3, B4 - Teacher gives the header of each group a sheet of the statements Ready? Now discuss in your group and leader or secretary tick down *4th step Sts work in group, T goes round to check *5th step: When most group finish, stop discussing ( Teacher asks about or group to read out their predictions) Teacher: Now group A1, your secretary please read out your predictions S1:……… Teacher: Group B2, your S2:……… Do the same with group to compare these to yours and who is correct, read the text and find out the keys *6h step: T gives feed back 3.4 Advantages and disadvantages of pair/ group work a Advantages: * Work in pair / group gives the students the opportunity to speak English more and the number of students can speak at once more * Students pay attention to their mission * Students find reassuring than the individual work especially with shy students * Goog students can help each other, and share ideas and knowledge During read operations, students can help each other learn the meaning of a text In discussion activities, students can give many new ideas Students also can correct the other * Students complete work together and use language more creatively b Disadvantages * Noise, time: working in pair / group causes the noise but the students are not interested in this issue This noise is active noise, it is useful to encourage students to practice speaking English, to perform the tasks Working in group can take more time Therefore, teachers need agility in operations to save the maximum time for a lesson * Students make mistakes in the process of performing pair / group because teachers can not control all of the words they use To minimize these errors teachers need: - Use visual aids and equipments ( picures cue, words cue, posters…) So take advantages of visual aids in pair and group Teacher can ask students to prepare paintings, simple visual aids - Check out a few pair / group and correct the mistakes if necessary Teachers help students practice easily and fix each time * Teacher manage class more difficult than usual The teacher should: - Give clear instructions: when to start, what to do, and when to stop - Stat clearly the key task - Give work schedule so students know how to work in pair / group and they know exactly what they must * Some groups / pairs have weak students who can not voluntarily use their mother tongue or private work Teachers need control, help, encourage them to the task Dynamic clustering creative in a group of students in a group ensures pair students with weaker students, medium students, confident students and good students 4.The effectiveness of the initiative experience a Experience lesson Applying this initiative experience, I myself have achieved some very positive results First of all these experiences are consistent with programs and new textbooks Students interested in learning more, proactive creativity to expand understanding, and also very flexible in the implementation of tasks perceived knowledge and skills development Lively academic atmosphere soothing Students have the opportunity to assert themselves, no longer confused, afraid to step into the classroom Total students communicate dialogue is increased, especially the poor students has somewhat understood and used some statements by teacher, babbling talk to you some common questions every day, but there is also a good sign for the students b Achievements This is the table of results after months of application of the initiatives Class 6H 8C Total 43 100% 40 100% Excellent 28 65,0 % 25 62,5% Good 10 23,3% 11 27,5 % Fair 11,7% 10,0 % Poor 0% 0% Weak 0% 0% Through the application of innovative experiences, I found the quality of students in learning English was improved , students felt more confident in front of their classmates After discussing with my colleagues, they also applied this method in some classes Therefore, the quality of English subject in my school has also been improved clearly III CONCLUSION AND RECOMMENDATION Conclusion The organization for students to work in pair or group and create many opportunities to practice and use language creatively in situations close to the real lives of students Moreover, the change in the learning activities and communication style helps maintain the focus of their attention Through these activities students are also more aware that perfecting themselves with autonomy and responsibility coupled with his own progress The organization of language training in pair / group also helps students better in using the language Students will overcome the disadvantages of their own personality to learn better and have the opportunity to help, learn each other more The results gained from watching, listening will very valuable because they help better understand the learning process of students Teachers will understand the weaknesses and strengths of students, these issues need to be supplemented for the next post, the seat should be adjusted in the syllabus, lesson plans around Teachers also learned tolerance for error is not important, not affect the meaning of words and encourage students to be more confident when using the language Recommendation Through teaching, research, I have some proposes as follows: 2.1 For the teacher: - Teachers need to have the investment, analysts explore each lesson to find out the good, the new teaching methods to help students understand the task of activities from the outset - Teachers must understand the tricks and methods of organizing group, pair - Teachers must always create language environment during school hours and must use English as the main language for communication Depending on the grade and subject students and teachers can use English sentences short, simple, easy to understand, easy to remember, catchy - Teachers should encourage students to always know to use their knowledge to use in communication - Teachers should not be paying attention to the fault of the students while speaking Let the children hear and speak naturally Never force the pupil to stop talking while the pupil is trying to describe its meaning in English, doing so would make them feel afraid to make mistakes when speaking and listening - Teachers should incorporate active listening and speaking English with a form of "just playing - learning" - Teachers need to choose, use and flexible combination of methods and techniques of teaching hours in the process In addition to textbook exercises, teachers should introduce appropriate exercises, which features highly practical communication - We should strengthen the use of teaching materials learn- context must be explicitly introduced 2.2 For students: - For high-school results, you should see the next lesson Strengthen mobilization and help one another in learning Regularly listening to tapes to learn to pronounce, strictly speaking English intonation - Voluntarily practice situations of teachers required To promote synchronous four skills listening speaking reading writing Positive practice speaking English from the simple to complex sentences should not be impatient or discouraged because of a fear of failure - Take off the ability to access knowledge, create yourself a routine practice group, pair to the information after the teacher pointed out hand signals and said command (work in pair / work in group), the Kids who rotation, flexible assembly and carried out with skill and anyone in this - Develop their language styles Language creates atmosphere in the classroom to see foreign language courses has its own characteristics - Practice on each sample question to then manipulate homework workbooks, enhance, write sentences, write a paragraph 2.3 For upper management: - Need to direct specialists and trainers planning department teacher training, enabling teachers have the opportunity to learn and exchange lessons learned through the seminars - The environment for foreign language skills should be practiced according to the characteristics of teaching methods, so need to have the discipline room to avoid making noise for the next class, as well as not affected by noise from outside (Can be combined with room for other sports) - Introducing the document relating to teachers refer, learn and apply In this topic I just made some initiative experiences I would appreciate suggestions of colleagues to the subject so that it becomes more complete CERTIFIED RECTOR Thanh Hoa, March 6th, 2016 COMMITMENT NOT COPY To Thi Thu Huong Table of Contents Content I INTRODUCTION The reason for choosing the topic Research purposes The object and subject of the study Research Methods The range of the research II CONTENT Theoretical basis of the problem Actual situation before applying initiative experience Solutions and implementations used to solve the problem 3.1 Research to work in pair, in group 3.2 Timing and type of exercise should be for students to in pair / group 3.3 How to organize students to work in pair and group effectively 3.4 Advantages and limitations of active pair, group The effectiveness of the initiative experience III CONCLUSION AND RECOMMENDATION Conclusion Recommendation 2.1 For the teacher 2.2 For the students 2.3 For upper management REFERENCES English Textbook Page 1 2 3 3 10 11 16 17 18 18 18 18 19 19 English Textbook English Teacher’s book English Teacher’s book Methods of teaching English in Secondary school Teaching English - A training course for teachers – Adrian Doff  ... teachers, students have to do? That is why I chose the topic " ORGANIZING STUDENTS? ?? WORK IN PAIR, GROUP TO IMPROVE EFFICIENCY IN TEACHING ENGLISH COURSES IN SECONDARY SCHOOLS? ?? Research purposes... conducting pair / group effectively d Instructing students to practice, training for skills and communication in English mechanicality e Some experience in applying to work in pair / group in teaching. .. the research Apply ? ?Organizing students? ?? work in pair / group to improve efficiency in teaching English courses in Secondary schools ” is experienced research initiatives within given situations